Objective: Developing a deeper understanding of the use of the future with 'will' and 'going to', through explanations, readings practices and the correct grammar about them. This lesson focuses onproviding context for students so that they can understand the basic difference between something that is planned for the future (use of 'going to') and a spontaneous decision (use of 'will).

Methodology: It will be by the inductive method, because the intention of the teacher is to intrigues students, showing them the content to develop and encouraging them to be able to deduct in some extentthe issue developed in class. Which leads to the most potential to be excited to know the correct usage.

|Activities |Skills |Exercise |Time |
|Pre-activity ||What do you think will happen at school tomorrow? | |
|First the students give answers to a number of questions | |What are you going to do after school today? |5 minutes |
|which elicit either 'will' or 'going to'. | |Whatwill you do if you don't understand this lesson? | |
| |Speaking |Where are you going to travel on your next vacation? | |
|Ask students to reflect on the questions you asked. Which |Listening ||5 minutes |
|forms did you use? Can they explain why? | | | |
|Activity | || |
|Pass out the dialog “The Party” and ask the students to |Reading |What do they think about the weather? |20 minutes |
|read through and answer the questions. |Writing |What doesMartha have to share? | |
| | |What are Peter and Mark going to do? | |
| | |What doesJane offer to do? | |
| | |How does Jane react to the news about the Italian cousins? | |
| | |What specialplan is there? | |
| | |Why does Martha want a clown? | |
|With the teacher´s help, as a group, correct the questions|Speaking |Does Martha...

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...LESSONPLAN 3
“Goingto”
* Description of the class: 20 9th grade secondary students who have English classes on Wednesday from 13.30 to 14.50 and Friday from 17.50 to 18.40.
* Recent work: revision of some vocabulary: members of the family, colours, days of the week, months of the year, numbers. Personal pronouns. Verb to be. Present Simple, Present Continuous
*...

...Interactional Pattern Possible Problems and situations Aids and materials Timing
Heavy learning period
Introduce used to.
Reading a biography.
Reading an interview
Handout #1
Time line
Close eyes and remember activities Situation:
T is showing the handout with the biography of Robby Ray
Models:
Questions and short answers
Did + Pronoun + use to…?
Yes,...

...justification for all my lesson plans. The first step towards a great class is to work along the students considering their motivation and willingness to learn using all the advantage that your environment could provided such as imagination and proper previous investigation of the topic. Being well prepare for all troubles that may come is also important. Something that I did not included in the lesson...

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